Illuminating the Need for School-Based Play Therapy Let’s Play! Illuminating the Need for School-Based Play Therapy Sara Rambo, M. Ed. Doctoral Student at University of Missouri-St. Louis Dr. Holly Wagner Southeast Missouri State University

Scope of Trauma 25% of U.S. children experience at least 1 potentially traumatic event in their lifetime. (Pynoos & Fairbank, 2003) More than 5 million U.S. children experience a traumatic event each year. (Levine & Kline, 2007) Up to 40% of those children are at risk for developing a chronic neuropsychiatric problem (Margolin & Vickerman, 2007) Sara

Effects of Trauma Trauma can result in significant disruptions in development and is associated with long-term consequences: (Ko et al., 2008; van der Kolk, 2005; Margolin & Vickerman, 2007) Low academic performance Difficulty processing information Difficulties in relationships with trust and intimacy Engagement in high-risk behaviors, including aggression and substance abuse Difficulty with affect regulation Sara

Responding to Trauma in School 20% of American children with mental health needs receive treatment or support (U.S. Department of Health and Human Services, 2014) Schools are often the first agency to provide mental/emotional services to children Every Student Succeeds Act (ESSA) 2017-18 Calls for more Trauma Informed Services More services for mental health Sara

“Simply talking about traumatic experiences does not necessarily assist the mind and brain to integrate the dissociated images and cognitions into a cohesive whole so healing may activate.” (Green, 2012) Sara

Play is: Way to organize a child’s experience Concrete expression of the child Child’s way of coping with their world A way for the therapist to enter the inner emotional life of the child (Drewes, 2009) Holly

Play Therapy Natural method of expression, learning, and interacting. (Axline, 1947; Landreth, 1982; Moustakas, 1953) Encourages children to increase their understanding of the world as they explore objects, language, social roles, and feelings without imminent risk. (Griffith, 1997) Symbolic understanding (Piaget, 1951) Organizer of children’s experiences and may be one of the few times in their lives that they feel more in control and more secure. (Landreth, 2002) Holly

Natural Healing After Trauma Through play and art, children can reconstruct the trauma and create alternate endings Dynamic posttraumatic play: creates a sense of mastery and control for the child (Gil, 2010) Holly

Integrating Play & Evidence-Based Interventions Cognitive-Behavioral Writing Therapy Write about thoughts and feelings related to trauma. Then depict them through sandtray, art or other play media. Sara

Imagery with Story Use of acrylic art on canvas, producing abstract imagery with a story written about adolescent’s interpretation of the art Sara

Imagery with Story Create and paint something meaningful for student to tell “their story” Student can also write an interpretation of their story after creating story stones Can reorganize stones Sara

M Mandalas Individually constructed multi-colored sand mandalas or coloring pre-drawn mandalas on paper using pencils and markers with the story of the mandala written (based upon the adolescent’s internal framework) (Gil, 2010) Sara

School Based-Registered Play Therapist Credential Association for Play Therapy (APT) http://www.ap4t.org SB-RPTs are school counselors or school psychologists who hold a license from their state's department of education, and who have satisfied APT’s credentialing requirements Sara

Becoming a School Based RPT Master’s degree with courses in: Child Development Theories of Personality Psychotherapy Child & Adolescent Psychopathology Ethics 150 hours of Play Therapy instruction through a higher education institution or an APT Provider Supervised Play Therapy Experience 600 hours of supervised experience with an RPT-S (50 hours of concurrent supervision) 2 years continuous employment post-certification Sara

Integrate Play Techniques Within Master’s Courses Counseling Children and Adolescents course School Counseling Practicum course School Counseling Field Experience Play Therapy courses Community-based events Ferguson October play/expressive tent Holly

Community Storytelling through Play Holly

Implement Play Therapy Sequence Two 3-hours courses per academic year fulfill 135 hours of educational requirements RPT or RPT-S as an adjunct professor Can be achieved in a couple of ways, dependent on program: Intro to Play Therapy in Fall/Advanced Play Therapy in Spring Courses offered as electives Build sequence into required hours (pay attention to CACREP guidelines!) Holly

Thank you!